Pedagogical Mechanisms of Ensuring Academic Honesty in the Era of Generative Artificial Intelligence (AI)
Keywords:
generative artificial intelligence, academic honesty, digital plagiarism, higher education transformation, credit-module system, problem-based learning, alternative assessment, AI-literacyAbstract
This article analyzes the current pedagogical problems of ensuring academic honesty and their solutions in the context of global digitalization and the introduction of generative artificial intelligence (AI) technologies into the higher education system. Against the background of the introduction of the credit-module system and the HEMIS platform in higher educational institutions of Uzbekistan, the tendencies of students to commit digital plagiarism when performing independent work are studied. The study scientifically substantiates the need to move from traditional reproductive assessment methods to alternative pedagogical mechanisms such as problem-oriented, project-based (PBL) and criterion-based assessment (Rubrics), based on the ineffectiveness of the principles of administrative prohibition of artificial intelligence. The author has developed methodological recommendations for the formation of a culture of using the capabilities of artificial intelligence based on academic collaboration (AI-co-creation).
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